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SYLLABUS
Cambridge IGCSE® Dutch
0515
For examination in June 2014
Cambridge IGCSE® French
0520
0685*
For examination in June and November 2014
Cambridge IGCSE® German
0525
0677*
For examination in June 2014
Cambridge IGCSE® Spanish
0530
0678*
For examination in June and November 2014
*This syllabus is accredited for use in England, Wales and Northern Ireland as a Cambridge International
Level 1/Level 2 Certificate.
There are two syllabuses, 0520 and 0685, for Cambridge IGCSE French, two syllabuses, 0525 and
0677, for Cambridge IGCSE German and two syllabuses, 0530 and 0678, for Cambridge IGCSE
Spanish, as follows:
•
Syllabus 0520 French/0525 German/0530 Spanish – candidates are entered for either the
Core Curriculum option or the Extended Curriculum option:
Core curriculum
Extended curriculum*
•
Components: 1, 2 and 3
•
Components: 1, 2, 3 and 4
•
Grades available: C to G
•
Grades available: A* to G
*All 0520/0525/0530 Extended Curriculum candidates are graded twice: one on their performance
on the Core Curriculum papers (1, 2 and 3) and once on their performance on the Extended
Curriculum papers (1, 2, 3, 4). Candidates are awarded the higher of the two grades they achieve.
•
Syllabus 0685 French/0677 German/0678 Spanish – all candidates are entered for the
Extended Curriculum option:
Extended curriculum
•
Components: 1, 2, 3 and 4
•
Grades available: A* to G
Syllabuses 0685 French, 0677 German and 0678 Spanish have been accredited by the regulator,
Ofqual, for use in state maintained schools in England. They are known as Cambridge International
Certificates.
Syllabuses 0520 French and 0685 French use the same test material. Syllabuses 0525 German and
0677 German use the same test material. Syllabuses 0530 Spanish and 0678 Spanish use the same
test material.
Schools outside the UK may only enter candidates for 0520/0525/0530.
Independent schools in the UK may enter for either 0520/0525/0530 or 0685/0677/0678.
State maintained schools in England may only enter candidates for 0685/0677/0678.
Please contact international@cie.org.uk or call on 00 44 (0)1223 553554 should you require further
information.
University of Cambridge International Examinations retains the copyright on all its publications. Registered
Centres are permitted to copy material from this booklet for their own internal use. However, we cannot
give permission to Centres to photocopy any material that is acknowledged to a third party even for internal
use within a Centre.
® IGCSE is the registered trademark of University of Cambridge International Examinations
© University of Cambridge International Examinations 2011
Contents
1. Introduction ..................................................................................................................... 2
1.1
1.2
1.3
1.4
1.5
1.6
Why choose Cambridge?
Why choose Cambridge IGCSE?
Why choose Cambridge IGCSE foreign languages?
Cambridge International Certificate of Education (ICE)
Schools in England, Wales and Northern Ireland
How can I find out more?
2. Assessment at a glance .................................................................................................. 5
2.1
2.2
2.3
2.4
Scheme of assessment
Weighting of papers
Availability
Combining this with other syllabuses
3. Syllabus aims and objectives .......................................................................................... 8
3.1 Syllabus aims
3.2 Assessment objectives
3.3 Weighting of Assessment objectives
4. Description of papers .................................................................................................... 10
4.1
4.2
4.3
4.4
Paper 1: Listening
Paper 2: Reading and Directed Writing
Paper 3: Speaking
Paper 4: Continuous Writing – Extended candidates only
5. Curriculum content........................................................................................................ 17
5.1 The Defined Content Booklet
5.2 Tasks
5.3 Topic List
6. Grade descriptions ........................................................................................................ 20
7. Appendix A: Speaking (Paper 3) .................................................................................... 21
7.1 Marking instructions for the Speaking Examination and the Working Mark Sheet
7.2 Arrangements for external moderation
8. Appendix B: Additional information – syllabus 0515, 0520, 0525, 0530........................ 28
9. Appendix C: Additional information – syllabus 0685, 0677, 0678 ................................. 30
Introduction
1.
Introduction
1.1
Why choose Cambridge?
University of Cambridge International Examinations is the world’s largest provider of international education
programmes and qualifications for 5 to 19 year olds. We are part of the University of Cambridge, trusted for
excellence in education. Our qualifications are recognised by the world’s universities and employers.
Recognition
Every year, thousands of learners gain the Cambridge qualifications they need to enter the world’s
universities.
Cambridge IGCSE® (International General Certificate of Secondary Education) is internationally
recognised by schools, universities and employers as equivalent to UK GCSE. Learn more at
www.cie.org.uk/recognition
Excellence in education
We understand education. We work with over 9000 schools in over 160 countries who offer our
programmes and qualifications. Understanding learners’ needs around the world means listening carefully
to our community of schools, and we are pleased that 98% of Cambridge schools say they would
recommend us to other schools.
Our mission is to provide excellence in education, and our vision is that Cambridge learners become
confident, responsible, innovative and engaged.
Cambridge programmes and qualifications help Cambridge learners to become:
•
confident in working with information and ideas – their own and those of others
•
responsible for themselves, responsive to and respectful of others
•
innovative and equipped for new and future challenges
•
engaged intellectually and socially, ready to make a difference.
Support in the classroom
We provide a world-class support service for Cambridge teachers and exams officers. We offer a
wide range of teacher materials to Cambridge schools, plus teacher training (online and face-to-face),
expert advice and learner-support materials. Exams officers can trust in reliable, efficient administration
of exams entry and excellent, personal support from our customer services. Learn more at
www.cie.org.uk/teachers
Not-for-profit, part of the University of Cambridge
We are a part of Cambridge Assessment, a department of the University of Cambridge and a not-for-profit
organisation.
We invest constantly in research and development to improve our programmes and qualifications.
2
Cambridge IGCSE Dutch, German, French, Spanish
Introduction
1.2 Why choose Cambridge IGCSE?
Cambridge IGCSE helps your school improve learners’ performance. Learners develop not only knowledge
and understanding, but also skills in creative thinking, enquiry and problem solving, helping them to perform
well and prepare for the next stage of their education.
Cambridge IGCSE is the world’s most popular international curriculum for 14 to 16 year olds, leading to
globally recognised and valued Cambridge IGCSE qualifications. It is part of the Cambridge Secondary 2
stage.
Schools worldwide have helped develop Cambridge IGCSE, which provides an excellent preparation for
Cambridge International AS and A Levels, Cambridge Pre-U, Cambridge AICE (Advanced International
Certificate of Education) and other education programmes, such as the US Advanced Placement Program
and the International Baccalaureate Diploma. Cambridge IGCSE incorporates the best in international
education for learners at this level. It develops in line with changing needs, and we update and extend it
regularly.
1.3 Why choose Cambridge IGCSE foreign languages?
Cambridge foreign language IGCSEs are accepted by universities and employers as proof of linguistic
ability and understanding. The Cambridge IGCSE foreign language syllabus encourages students to develop
lifelong skills, including:
•
the ability to use a foreign language as a means of practical communication
•
insight into the culture and civilisation of countries where the language is spoken
•
a positive attitude towards language learning, towards the speakers of other languages, and towards
other cultures and civilisations
•
techniques which can be applied to other areas of learning, such as analysis and memory skills
•
a sound foundation for progression to employment or further study.
This is one of a number of Cambridge IGCSE foreign language syllabuses – for a full list, visit the Cambridge
website at www.cie.org.uk
1.4 Cambridge International Certificate of Education (ICE)
Cambridge ICE is the group award of Cambridge IGCSE. It gives schools the opportunity to benefit
from offering a broad and balanced curriculum by recognising the achievements of learners who pass
examinations in at least seven subjects. Learners draw subjects from five subject groups, including two
languages, and one subject from each of the other subject groups. The seventh subject can be taken from
any of the five subject groups.
Dutch (0515), French (0520/0685), German (0525/0677) and Spanish (0530/0678) fall into Group I,
Languages.
Learn more about Cambridge IGCSE and Cambridge ICE at www.cie.org.uk/cambridgesecondary2
Cambridge IGCSE Dutch, German, French, Spanish
3
Introduction
1.5 Schools in England, Wales and Northern Ireland
This Cambridge IGCSE is approved for regulation in England, Wales and Northern Ireland. It appears
on the Register of Regulated Qualifications http://register.ofqual.gov.uk as a Cambridge International
Level 1/Level 2 Certificate. There is more information for schools in England, Wales and Northern Ireland in
Appendix C to this syllabus.
School and college performance tables
Cambridge IGCSEs which are approved by Ofqual are eligible for inclusion in school and college
performance tables.
For up-to-date information on the performance tables, including the list of qualifications which
count towards the English Baccalaureate, please go to the Department for Education website
(www.education.gov.uk/performancetables). All approved Cambridge IGCSEs are listed as Cambridge
International Level 1/Level 2 Certificates.
1.6 How can I find out more?
If you are already a Cambridge school
You can make entries for this qualification through your usual channels. If you have any questions, please
contact us at international@cie.org.uk
If you are not yet a Cambridge school
Learn about the benefits of becoming a Cambridge school at www.cie.org.uk/startcambridge.
Email us at international@cie.org.uk to find out how your organisation can become a Cambridge school.
4
Cambridge IGCSE Dutch, German, French, Spanish
Assessment at a glance
2.
Assessment at a glance
Cambridge IGCSE Dutch
Syllabus code 0515
Cambridge IGCSE German†
Syllabus code 0525
Syllabus code 0677
Cambridge IGCSE French†
Syllabus code 0520
Syllabus code 0685
Cambridge IGCSE Spanish†
Syllabus code 0530
Syllabus code 0678
2.1 Scheme of assessment
2.1.1 0515 Dutch, 0520 French, 0525 German, 0530 Spanish
All candidates have access to all elements of the examination. However, for the examination to be
appropriate to candidates across the full ability range, separate options are available for Core Curriculum
candidates and Extended Curriculum candidates:
Core curriculum
Grades available: C, D, E, F, G
Extended curriculum (Core + Supplement)
Grades available: A*, A, B, C, D, E, F, G
Paper 1
Listening
45 minutes: Sections 1, 2 and 3
Paper 1
Listening
45 minutes: Sections 1, 2 and 3
Paper 2
Reading and Directed Writing
1½ hours: Sections 1, 2 and 3
Paper 2
Reading and Directed Writing
1½ hours: Sections 1, 2 and 3
Paper 3* Speaking
15 minutes
Paper 3* Speaking
15 minutes
Paper 4
*
Continuous Writing
1¼ hours
Individual Centres are responsible for conducting the tests and for the initial assessment, which is then
subject to moderation by Cambridge.
Papers 1, 2 and 3 are common to both routes, but candidates cannot achieve higher than a grade C
without taking Paper 4.
All Extended Curriculum candidates will be graded twice: once on their performance on the Core Curriculum
Papers (1, 2 and 3) and once on their performance on the Extended Curriculum Papers (1, 2, 3 and 4).
Candidates are awarded the higher of the two grades they achieve.
† Schools outside the UK may only enter candidates for 0520/0525/0530. Independent schools in the UK
may enter for either 0520/0525/0530 or 0685/0677/0678. State maintained schools in England may only
enter candidates for 0685/0677/0678.
Cambridge IGCSE Dutch, German, French, Spanish
5
Assessment at a glance
2.1.2 0685 French, 0677 German, 0678 Spanish
All candidates enter for the Extended Curriculum:
Extended curriculum (Core + Supplement)
Grades available: A*, A, B, C, D, E, F, G
Paper 1
Listening
45 minutes: Sections 1, 2 and 3
Paper 2
Reading and Directed Writing
1½ hours: Sections 1, 2 and 3
Paper 3* Speaking
15 minutes
Paper 4
*
Continuous Writing
1¼ hours
Individual Centres are responsible for conducting the tests and for the initial assessment, which is then
subject to moderation by Cambridge.
2.2 Weighting of papers
2.2.1 0515 Dutch, 0520 French, 0525 German, 0530 Spanish
Paper
Weighting: Core
Weighting: Extended
1
2
3
4
33%
33%
33%
n/a
25%
25%
25%
25%
2.2.2 0685 French, 0677 German, 0678 Spanish
Paper
Weighting: Extended
1
2
3
4
25%
25%
25%
25%
This syllabus should be read in conjunction with the relevant language-specific Defined Content Booklet,
available from the Cambridge website at www.cie.org.uk
6
Cambridge IGCSE Dutch, German, French, Spanish
Assessment at a glance
2.3 Availability
•
Syllabus 0515 Dutch is examined in the May/June examination series.
•
Syllabus 0520/0685 French is examined in the May/June examination series and the October/November
examination series.
•
Syllabus 0525/0677 German is examined in the May/June examination series.
•
Syllabus 0530/0678 Spanish is examined in the May/June examination series and the October/
November examination series.
Syllabuses 0685/0677/0678 are not available to private candidates.
2.4 Combining this with other syllabuses
Candidates can combine these syllabuses in an examination series with any other Cambridge syllabus,
except:
•
syllabuses with the same title at the same level
•
syllabus 0515 Dutch must not be offered in the same series with 0503 First Language Dutch.
•
syllabus 0520/0685 French must not be offered in the same series with 0501 First Language French.
•
syllabus 0525/0677 German must not be offered in the same series with 0505 First Language German.
•
syllabus 0530/0678 Spanish must not be offered in the same series with 0502 First Language
Spanish.
Please note that Cambridge IGCSE, Cambridge International Level 1/Level 2 Certificates and Cambridge
O Level syllabuses are at the same level.
Cambridge IGCSE Dutch, German, French, Spanish
7
Syllabus aims and objectives
3.
Syllabus aims and objectives
3.1 Syllabus aims
The aims of the syllabus are the same for all candidates and describe the educational purposes of a course
in a foreign language for the Cambridge IGCSE examination. They are not listed in order of priority.
The aims are to:
1. develop the ability to use the language effectively for purposes of practical communication within the
country of residence, where appropriate, and in all countries where the language is spoken
2. form a sound base of the skills, language and attitudes required for further study, work and leisure
3. offer insights into the culture and civilisation of countries where the language is spoken
4. encourage fuller integration into the local community, where relevant
5. develop a fuller awareness of the nature of language and language learning
6. encourage positive attitudes toward language learning and towards speakers of other languages and a
sympathetic approach to other cultures and civilisations
7. provide enjoyment and intellectual stimulation
8. complement other areas of study by encouraging skills of a more general application (e.g. analysis,
memorising, drawing of inferences).
3.2 Assessment objectives
Candidates will be assessed on their ability to:
8
AO1
Understand and respond to spoken language
AO2
Understand and respond to written language
AO3
Communicate in speech, showing knowledge of a range and variety of vocabulary, and applying the
grammar and structures of the target language accurately
AO4
Communicate in writing, showing knowledge of a range and variety of vocabulary, and applying the
grammar and structures of the target language accurately.
Cambridge IGCSE Dutch, German, French, Spanish
Syllabus aims and objectives
3.3 Weighting of Assessment objectives
The relationship between the Assessment Objectives and the Scheme of Assessment is set out in the
tables below.
†
Core curriculum
Paper 1
Listening
(marks)
AO1
Paper 2
Reading
& directed
writing
(marks)
Paper 3
Speaking
(marks)
Paper 4
Continuous
writing
(marks)
48
33
45
AO2
23
100
AO3
33
20
AO4
Whole
assessment
(%)
11
Extended curriculum
Paper 1
Listening
(marks)
AO1
AO2
Paper 2
Reading
& directed
writing
(marks)
†
Paper 4
Continuous
writing
(marks)
48
Whole
assessment
(%)
25
45
17
100
AO3
AO4
Paper 3
Speaking
(marks)
20
25
50
33
Not applicable for syllabuses 0685 French, 0677 German and 0678 Spanish.
Cambridge IGCSE Dutch, German, French, Spanish
9
Description of papers
4.
Description of papers
All examination papers are set entirely in the target language: this includes rubrics and all questions. All
questions requiring written answers, including questions testing Listening and Reading Comprehension, are
to be answered in the target language. Dictionaries are not permitted in the examination.
Syllabuses 0520 French and 0685 French use the same test materials. Syllabuses 0525 German and
0677 German use the same test materials. Syllabuses 0530 Spanish and 0678 Spanish use the same test
materials.
For detailed guidance on how the papers are marked, please refer to the published mark schemes available
on the Cambridge Teacher Support website.
4.1 Paper 1: Listening
Approximately 45 minutes, 48 marks
The Listening Examination will be provided to Centres on a pre-recorded CD. All listening material will be
heard twice by candidates and appropriate pauses for candidates to write their answers will be included on
the recording.
All candidates must attempt all three sections.
Although candidates will encounter a variety of question types on the Listening Paper, wherever possible
objective questions are used, requiring little writing in the target language, e.g. multiple choice, box-ticking,
matching exercises, and grid filling.
Where candidates are required to produce written answers in the target language, it is important that they
write briefly, relevantly and concisely. Long answers often contain irrelevant information and candidates
writing at length may find it hard to keep up with the recording.
The aim of this paper is to test candidates’ listening comprehension skills and therefore candidates are not
penalised for incorrect or inaccurate language unless it makes their answers ambiguous.
Answers written in any language other than that being tested are ignored.
Section 1 (16 marks)
Candidates hear short recordings, sometimes involving two speakers, which are tested mainly by visual
material (pictures, line drawings, etc.). The recordings contain largely factual information about travel,
weather, opening times, facilities available, etc. and candidates identify main points and extract some details.
Section 2 (16 marks)
Candidates hear recordings of conversations, discussions or simple radio programmes containing factual
material and points of view. They listen for main points and extract details and points of view.
Section 3 (16 marks)
Candidates hear recordings of discussions between two or three people. They listen for main points and
detail. There will be questions to test appreciation of the speakers’ use of language to express agreement or
disagreement, apologies or complaints, attitudes, emotions and ideas etc., as well as understanding the gist
of their conversation.
10
Cambridge IGCSE Dutch, German, French, Spanish
Description of papers
Administration of the Listening Test
Cambridge will supply Centres with one audio CD for every 20 candidates, and one spare. These can be
kept by the Centre after the examination. Centres are strongly advised to hold the test in rooms which are
suitable for up to 30 candidates at a time. If Centres have equipment which is especially powerful, more
candidates may be accommodated without special permission, but no special appeals will be entertained.
In exceptional circumstances, Centres may transfer material from CD to audio cassette, but this should be
done under strict security conditions with adequate supervision.
CDs must be spot-checked as soon as they are received. Shortly before the examination day (e.g. the
teaching day before), CDs must be spot-checked again, in the room to be used for the examination, to test
the acoustics.
In the examination, the invigilator should instruct candidates to open their Question Paper as s/he starts the
CD. Once the CD is started, it must run without interruption. The CD must not be ‘rewound’ to go back
for a question which may have been missed because of noise from outside (e.g. aircraft), and candidates
should be warned of this before the test is started. The CD may only be stopped/paused if there is a
serious emergency (e.g. a candidate fainting), and must then be restarted from exactly the same place, once
the emergency has been dealt with. In such cases, an application for Special Consideration must be made
and sent directly to Cambridge (see the Cambridge Handbook). Centres must state the point on the CD at
which any interruption took place and the reasons for and length of the interruption. If, as a result of the
interruption, there is reason to believe that candidates may not have clearly heard parts of the recording, a
note of the question numbers affected should also be included.
Transcripts of the CD are issued with the published mark scheme.
4.2 Paper 2: Reading and Directed Writing
1½ hours, 65 marks
All candidates must attempt all three sections.
There are a variety of question types on the Reading and Directed Writing Paper. These include objective
questions, e.g. multiple-choice, box-ticking, matching exercises, grid filling. Other question types require
candidates to write short answers in the target language.
The reading exercises are designed to test comprehension skills. Where candidates are required to produce
written answers in the target language, they are not penalised for incorrect or inaccurate language unless it
makes their answers ambiguous. It is important that they write briefly, relevantly and concisely. Provided
that answers are unambiguous, long answers in full sentences are often not required. Candidates should
be encouraged to paraphrase and manipulate the language in order to answer questions appropriately. They
are unlikely to gain marks if they simply copy large chunks from the stimulus material, with no attempt to
select what is relevant.
The two writing tasks are designed to reward candidates more for their skill in transmitting a message
than for the accuracy of their language. Material which is irrelevant to the set tasks does not score marks.
Minus marks are never used: candidates are given every opportunity to gain marks for what they can do.
Answers written in any language other than that being tested are ignored.
Cambridge IGCSE Dutch, German, French, Spanish
11
Description of papers
Section 1 (20 marks)
•
Exercise 1 (5 marks): multiple-choice questions relating to signs, notices, advertisements, etc.
•
Exercises 2 and 3 (10 marks): objective questions testing specific detail relating to brochures, guides,
short texts, etc.
•
Exercise 4 (5 marks): a simple directed writing task in the form of a message, note or postcard.
A maximum of 40 words is required. 3 marks are available for Communication and 2 marks for
Appropriateness of Language.
Section 2 (25 marks)
•
Exercise 1 (10 marks): one text with questions testing general understanding, e.g. identifying the main
points.
•
Exercise 2 (15 marks): a directed writing task. 80–100 words in total are required. 10 marks are
available for Communication and 5 marks for Quality of Language.
Section 3 (20 marks)
•
Exercises 1 and 2 (20 marks): two longer texts with questions testing general and specific
comprehension. Questions may also require candidates to identify attitudes, emotions and ideas, the
main points or themes, and to make inferences and draw conclusions.
4.3 Paper 3: Speaking
Approximately 15 minutes, 100 marks
The Speaking examination consists of a single interview with three compulsory parts:
•
Test 1: Role Plays
•
Test 2: Topic Presentation/Conversation
•
Test 3: General Conversation.
The Role Play tasks are provided by Cambridge, but individual Centres are responsible for conducting the
tests and for the initial assessment. This assessment is then subject to moderation by Cambridge.
Full instructions on the conduct and assessment of the Speaking examination are provided in the Teachers'
Notes Booklet and Role Play Cards. These items are despatched to Centres on the basis of their Estimated
Entries and it is therefore important that Centres submit Estimated Entries for these syllabuses by the
deadline published in the Cambridge Administrative Guide. Past copies of the Teachers' Notes Booklet and
Role Play Cards can be downloaded from the Cambridge Teacher Support website.
Administration of the Speaking Examination
The Speaking examination takes place before the main examination period:
•
between 1 March and 30 April for the June examination
•
between 15 September and 31 October for the November examination (French and Spanish only).
Each Centre decides on a convenient period within these dates for its Speaking examinations.
12
Cambridge IGCSE Dutch, German, French, Spanish
Description of papers
Each Centre selects its own teacher/Examiner to conduct and assess the Speaking examination. This is
normally a teacher from within the Languages Department, but could be someone local from outside the
Centre.
In the interests of standardisation, only one teacher/Examiner should be appointed per Centre.
Where a Centre wishes to use additional teacher/Examiners because it has large numbers of candidates,
permission to do so must be sought from the Languages Group at Cambridge well before the start of each
Speaking examination period. Permission to use more than one teacher/Examiner will only be granted on
the understanding that (i) teacher/Examiners at the Centre work together to ensure a common approach
to the conduct of the Speaking examination and the application of the mark scheme and (ii) the Speaking
examinations for all candidates at the Centre are recorded. The sample the Centre submits to Cambridge
must include the work of each teacher/Examiner and a Speaking examination Working Mark Sheet must be
submitted for each teacher/Examiner, with candidate names and numbers clearly entered.
Confidential test materials (Teachers’ Notes Booklet and Role Play Cards) are sent to Centres approximately
two to three weeks before the start of the assessment period and will include full instructions on how to
conduct and assess the Speaking examination. These should be opened four working days before the
Centre’s assessment starts and studied carefully by the teacher/Examiner before conducting his/her first
Speaking examination. Teacher/Examiners who have prepared their own roles fully and are confident in
what they are doing are better able to help candidates should they experience any difficulty. Once the
materials have been opened, they remain confidential and must be kept in a secure place by the Centre
until the end of the examination period. Candidates must not have knowledge of the role play situations in
advance of the examination.
In order to allow Cambridge to check accurately the standard of assessment, each Centre must record and
send to Cambridge a recorded sample as follows:
•
Centres entering 1–16 candidates must send the recordings of all candidates
•
Centres entering 17 or more candidates must send:
(i) the recordings of the first 10 candidates according to candidate number
and
(ii) the recordings of 6 candidates spread evenly across the ability range. The candidates selected
should be representative of the range of marks awarded by the Centre and should be spread as
evenly as possible across that range. If possible, the recordings of the strongest and the weakest
candidates at the Centre should be included, with the other recordings spaced at equal intervals in
between.
Note Centres entering 17 or more candidates must send a total of 16 recordings. The category (ii)
candidates must be chosen from candidates who do not fall into category (i). In Centres with just
over 17 candidates, Cambridge accepts this may mean that the category (ii) candidates are not fully
representative of the range.
Moderation samples must be recorded at normal speed onto either a C90 audiocassette or a standard
format CD. Mini cassettes/mini CDs must not be used. The Centre is responsible for supplying
cassettes/CDs for the recording of its moderation sample: these will not be supplied by Cambridge.
All recording equipment, including cassettes/CDs, must be of as high a standard as possible to ensure that
moderation samples are clearly audible. Where Centres make use of digital recording software, each
candidate’s file must be saved individually and saved as .mp3 so that it can be accessed for the
purposes of moderation.
Centres will receive a brief report on the outcome of moderation (Form CW/C/REP).
Cambridge IGCSE Dutch, German, French, Spanish
13
Description of papers
A Speaking Test Training Handbook can be ordered from Cambridge Publications and provides the
opportunity for teacher/Examiners to receive feedback on their conduct and assessment of the
Speaking examination before they undertake their first live tests. Although accreditation by Cambridge
is not mandatory for teachers conducting and assessing Cambridge IGCSE foreign language Speaking
examinations, Cambridge recommends that Centres new to the syllabus complete this training.
Structure of the Speaking Examination
Test 1: Role Plays (approximately 5 minutes, 30 marks)
Cambridge supplies a number of alternative Role Play Cards which the teacher/Examiner allocates at
random to candidates during each session of examining. Each candidate is given one card containing two
role play situations, each of which consists of five tasks. Each candidate is examined in both role play
situations on the card they have been given. The first role play (Role Play A) is more straightforward than
the second (Role Play B). Candidates should be allowed approximately 15 minutes to prepare their two
role play situations. They may not take any written notes into the preparation room nor may they make
any notes during their preparation time. Candidates should have a copy of the Role Play Card they have
prepared to refer to in the examination room but must not be allowed to take it away with them after the
examination.
Each role play situation specifies the roles of the teacher/Examiner and candidate. Teacher/Examiners must
conduct the role plays in accordance with the instructions provided in the Teachers’ Notes Booklet. They
must prepare the situations carefully so that the candidate’s tasks follow on naturally from the teacher/
Examiner’s response. As marks can only be awarded for the stipulated tasks, the teacher/Examiner must
not create extra tasks, and if a candidate misses out a task, should try to guide him/her back to it, in as
natural a way as possible. It does not matter that this may lead to tasks occurring in a different order, as
long as they are all attempted.
For the Mark Scheme, see Appendix A, Table A of the Marking Instructions.
Test 2: Topic Presentation/Conversation (approximately 5 minutes, 30 marks)
This part of the examination starts with a one to two minute presentation by the candidate on a topic of
their choice which they will have prepared in advance. The teacher/Examiner will follow up the presentation
with specific spontaneous questions on the topic, bringing the total time for the Topic Presentation and
Topic Conversation to approximately five minutes.
Candidates are encouraged to choose a topic in which they have a personal interest. Suitable subjects
might be, for example: ‘School life’, ‘Hobbies and pastimes’ (general or specific), ‘My country’, ‘Life in
another country’, ‘My ambitions’, ‘Holidays’. Topics dealing with politics or social and economic issues
are ambitious for this level of achievement and may disadvantage candidates if they do not possess the
linguistic skills and maturity of ideas which such topics necessitate. Candidates should be encouraged to
prepare different topics within a Centre and should not be allowed to present ‘Myself’ or ‘My life’ as topics,
as these can often pre-empt the General Conversation section. Candidates may use illustrative material,
e.g. photographs, if this seems appropriate to their topic, but are not allowed to use written notes of any
kind.
The teacher/Examiner will allow the candidate to speak for one to two minutes uninterrupted on their
chosen topic before starting the Topic Conversation. Where a candidate has been talking for two minutes
and shows no sign of finishing their presentation, the teacher/Examiner must interrupt and start the Topic
Conversation.
14
Cambridge IGCSE Dutch, German, French, Spanish
Description of papers
In the Topic Conversation, candidates should be able to respond to the teacher/Examiner’s questions in
a spontaneous and natural manner. It is the extent to which candidates can manipulate their prepared
material according to the needs of the teacher/Examiner that determines their marks and they must not be
allowed to deliver a prepared monologue or a series of obviously prepared replies.
The teacher/Examiner must try to lead the candidate into using other tenses. For a mark of 7 or above
to be awarded on Scale (b), Linguistic Content, candidates must show that they can convey past and
future meaning and teacher/Examiners need to ask questions which allow them to do this. In order to
extend the candidate as far as possible, the teacher/Examiner should probe, explore, ask for explanations,
enlargements, descriptions (how? when? why? tell me a bit more about… etc.).
For the Mark Scheme, see Appendix A, Table B of the Marking Instructions.
Test 3: General Conversation (approximately 5 minutes, 30 marks)
The Topic Conversation will lead into a spontaneous discussion of a more general nature. The teacher/
Examiner will announce the transition to the General Conversation and should ease the candidate into the
General Conversation by starting out from any point of interest noted earlier or by asking a couple of general
'starter' questions relating to the candidate’s everyday life, e.g. school, home, town, journey to and from
school, free time (evenings, weekends), holidays, hobbies. All candidates can reasonably be expected to
have the command of vocabulary and idiom necessary for this.
The teacher/Examiner should aim to cover two or three of the Defined Content Examination Topics in this
section of the examination (listed in the Curriculum Content section). With weaker candidates, it may be
necessary to cover a greater number of topics superficially, but with more able candidates, it is preferable
to ask a series of linked questions on two or three topics, in order to explore these in greater depth. Precise
factual information or knowledge is not required and candidates must not be penalised for lack of such
knowledge. Questions must be adjusted to the candidate’s ability and the teacher/Examiner should be
ready to pass on quickly to another subject if candidates are obviously out of their depth.
Candidates are expected to give natural replies to questions; their answers need not therefore be in the
form of complete sentences. The teacher/Examiner should avoid asking questions which can be answered
with ‘yes’ or ‘no’ and should instead use a variety of interrogatives, e.g. when? how? why? how many? how
long? with whom? with what? etc. Questions should be adjusted to the candidate's ability. However, as in
the Topic Conversation, the teacher/Examiner must try to extend the candidate as far as possible by giving
them the opportunity to provide opinions and justifications.
As in the Topic Conversation, the teacher/Examiner must try to lead the candidate into using other tenses
(themes could be visits to other countries, plans for the future, etc.) and he or she can then be extended as
far as possible. For a mark of 7 or above to be awarded on Scale (b), Linguistic Content, candidates must
show that they can convey past and future meaning and teacher/Examiners need to ask questions which
allow them to do this.
For the Mark Scheme, see Appendix A, Table B of the Marking Instructions.
Impression (10 marks)
At the end of the Speaking examination, based on the candidate’s overall performance, the teacher/
Examiner awards a mark for pronunciation, accent and fluency.
For the Mark Scheme, see Appendix A, Table C of the Marking Instructions.
Cambridge IGCSE Dutch, German, French, Spanish
15
Description of papers
4.4 Paper 4: Continuous Writing – Extended candidates only
1¼ hours, 50 marks
Candidates produce two pieces of continuous writing in order to demonstrate their mastery of the target
language. Each piece must be 130–140 words long.
•
Question 1: candidates are given a choice of two fairly structured tasks and must complete one of these.
•
Question 2: candidates are given a more open task (narrative, descriptive, etc.) which is compulsory for
all candidates.
Candidates are expected to communicate as accurately as possible, and should, in so doing, make use of a
wider variety of idiom, vocabulary, structure and appropriate tenses than is required on Paper 2.
A system of positive marking is used. Examiners reward material worthy of credit and do not indicate
errors. Irrelevant material is not rewarded.
Each of the two questions is marked out of 25 under the following three headings:
16
•
Communication
5 marks
•
Quality of Language
15 marks
•
General Impression
5 marks
Cambridge IGCSE Dutch, German, French, Spanish
Curriculum content
5.
Curriculum content
0515 Dutch, 0520 French, 0525 German, 0530 Spanish: candidates may follow the Core Curriculum or the
Extended Curriculum which includes both the Core and Supplement. Candidates aiming for grades A* to
C will follow the Extended Curriculum.
0685 French, 0677 German, 0678 Spanish: candidates follow the Extended Curriculum.
5.1 The Defined Content Booklet
A language-specific Defined Content Booklet (revised for the 2011 examination onwards) is provided to
guide teachers and candidates preparing for this examination. It can be downloaded from the Cambridge
website at www.cie.org.uk and includes the following sections:
•
Topic Areas: the list of topic areas from which all textual material used in the examination will be drawn.
•
Minimum Core Vocabulary: the list of vocabulary to be tested in Sections 1 and 2 of Papers 1 and 2 and
Role Plays A of Paper 3.
•
Grammar and Structures: the list of grammar and structures that candidates aiming at grades G to C are
expected to learn, and a supplementary list for those aiming at grades B to A*.
The table below summarises the relationship between the Defined Content and the question papers.
Paper
Section
Topic Areas
Minimum Core
Vocabulary
Structures and
Grammar
Paper 1
1
A, B, C
3
Part 1
2
A, B, C, D*, E*
3
Part 1
3
A, B, C, D, E
1
A, B, C
3
Part 1
2
A, B, C, D*, E*
3
Part 1
3
A, B, C, D, E
Role Plays A
A, B, C
Role Plays B
A, B, C, D, E
Part 1
-
A, B, C, D, E
Parts 1 and 2
Paper 2
Paper 3
Paper 4
*
Parts 1 and 2
Parts 1 and 2
3
Part 1
Where Section 2 of this paper features passages based on Topic Areas D and E, only vocabulary from
the Minimum Core Vocabulary List will be tested.
Cambridge IGCSE Dutch, German, French, Spanish
17
Curriculum content
5.2 Tasks
Please refer to the relevant language-specific Defined Content Booklet for further details of the grammatical
knowledge expected of candidates in the the Core and Extended levels of the examination.
Paper
1. Listening
2. Reading
and
Directed
Writing
3. Speaking
Core
Supplement
All students should be able to:
Students aiming for grades A* to C should, in
addition, be able to:
•
demonstrate understanding of specific detail
in short, formal public announcements,
informal announcements, short
conversations and interviews
•
demonstrate general and specific
understanding of longer and more
complex material
•
demonstrate general comprehension of the
above
•
identify the important points or themes of
the material, including attitudes, emotions
and ideas that are expressed
•
draw conclusions from, and identify the
relationships between ideas within the
material
•
show comprehension of a wider range
of texts, including magazines and
newspapers likely to be read by young
people
•
demonstrate the ability to identify the
important points or themes within an
extended piece of writing
•
draw conclusions from, and see how
ideas relate within an extended text
•
play a part in discussion; choose and
organise ideas and present them clearly
•
adapt to the needs of the audience and
the situation
•
express thoughts, feelings and opinions in
order to interest, inform or convince
•
demonstrate adequate control of
vocabulary, syntax and grammar,
punctuation and spelling
•
demonstrate understanding of words
within short texts such as public notices,
instructions and signs
•
extract relevant specific information from
texts such as brochures, guides, letters and
forms of imaginative writing considered likely
to be within the experience of and reflecting
the interests of young people
•
show a general understanding of more
extended texts
•
scan for particular information, organise the
relevant information and present it in a given
format
•
carry out basic writing tasks (such as
asking for detailed information, giving some
personal information, reporting)
•
perform Role Playing tasks which involve
both taking the initiative and responding to
questions, with both strangers and friends
•
report, express opinions and respond to
questions on a topic of the candidate’s
choice
•
respond to unprepared questions in a general
conversation on topics of interest to the
candidate
4. Continuous
Writing
18
Cambridge IGCSE Dutch, German, French, Spanish
Curriculum content
5.3 Topic List
Candidates will be required to show knowledge and understanding of the five Topic Areas listed below.
For further guidance on these Topic Areas, please refer to the relevant language-specific Defined Content
Booklet. In the Speaking examination, candidates also have the opportunity to demonstrate their
knowledge of a topic of their own choice which might be outside the list below.
Topic areas
Area A
Everyday activities
Home life and school
Food, health and fitness
Area B
Personal and social life
Self, family and personal relationships
Holidays and special occasions
Area C
The world around us
Home town and local area
Natural and made environment
People, places and customs
Area D
The world of work
Continuing education
Careers and employment
Language and communication in the work
place
Area E
The international world
Tourism at home and abroad
Life in other countries and communities
World events and issues
Examination topics
Home life
School routine
Eating and drinking
Health and fitness
A1
A2
A3
A4
Self, family, pets, personal relationships
House and home
Leisure, entertainments, invitations
Eating out
Festivals and special occasions
Holidays; getting around
Accommodation
B1
B2
B3
B4
B5
B6
B7
Home town and geographical surroundings
Shopping
Public services
Natural environment
Weather
Finding the way
Meeting people
Places and customs
Travel and transport
C1
C2
C3
C4
C5
C6
C7
C8
C9
Further education and training
Future career plans
Employment
Communication
Language at work
D1
D2
D3
D4
D5
Holiday travel and transport (see also C9)
Geographical surroundings (see also C1)
Weather (see also C5)
Places and customs (see also C8)
Food and drink (see also A3)
Meeting people (see also C7)
Issues according to available resources and
individual interest
E1
E2
E3
E4
E5
E6
E7
Cambridge IGCSE Dutch, German, French, Spanish
19
Grade descriptions
6.
Grade descriptions
Grade A
Listening
Reading
Speaking
Writing
Candidates understand gist and identify main points and detail in a variety of types of authentic
spoken language. They recognise points of view, attitudes and emotions and are able to draw
conclusions.
Candidates understand gist and identify main points and detail in a variety of types of authentic
texts. They recognise points of view, attitudes and emotions and are able to draw conclusions.
They show an ability to understand unfamiliar language and to extract meaning from more
complex language.
Candidates initiate and develop conversations and discussions, and narrate events. They
express and justify ideas and points of view, and produce longer sequences of speech using
a variety of vocabulary, structures and verb tenses. They speak confidently, with good
pronunciation and intonation. The message is clear although there may still be some errors,
especially when candidates use more complex structures.
Candidates give information and narrate events both factually and imaginatively. They express
and justify ideas and points of view. They produce longer sequences using a range of
vocabulary, structures and verb tenses. Their spelling and grammar are generally accurate, and
the style is appropriate to the purpose.
Grade C
Listening
Reading
Speaking
Writing
Candidates identify and note main points and extract details and points of view from language
spoken at normal speed. The spoken texts include past and future events. They are drawn from
a variety of topics which include familiar language in unfamiliar contexts.
Candidates identify and extract details and points of view from authentic and simulated texts,
drawn from a variety of topics and which include past, present and future events. They show an
ability to understand unfamiliar language.
Candidates develop conversations and simple discussions which include past, present and
future events, involving the use of different tenses. They express personal opinions and show
an ability to deal with some unpredictable elements. Although there may be some errors, they
convey a clear message, and their pronunciation and intonation are generally accurate.
Candidates express personal opinions and write about a variety of topics which may be factual
or imaginative and which may include different tenses or time frames. They use an appropriate
register. The style is basic but despite some errors the writing conveys a clear message.
Grade F
Listening
Reading
Speaking
Writing
20
Candidates identify and note main points and extract some details from simple language spoken
clearly at near normal speed.
Candidates identify main points and extract some information from short, simple texts. They
use context to work out the meaning of words.
Candidates take part in simple conversations showing some ability to communicate simple ideas
in straightforward language. Their pronunciation is generally accurate, and although there may
be some grammatical inaccuracies, the main points are communicated.
Candidates write short sentences and communicate simple ideas. Although there may be
mistakes in spelling and grammar, the main points are communicated.
Cambridge IGCSE Dutch, German, French, Spanish
Appendix A: Speaking (Paper 3)
7.
Appendix A: Speaking (Paper 3)
7.1
Marking instructions for the Speaking Examination and the
Working Mark Sheet
7.1.1 Marking instructions for the Speaking Examination
General principles
•
You are urged to use the full range of marks, bearing in mind that it is not necessary for a candidate to
be of native speaker standard to be given maximum marks within any single category.
•
Adopt a positive approach: award marks based on what the candidate can do rather than deducting
marks for errors.
•
Above all else, please be consistent in your marking. The moderation process allows for adjustments
to be made to consistently harsh or consistently generous marking. If you are unsure of the mark to
award, err on the side of generosity.
Table A – Mark Scheme for Test 1: Role Plays (30 marks)
In this part of the Speaking examination, the teacher/Examiner plays the part of a patient and well-disposed
foreigner with no knowledge of the candidate’s first language.
The Role Plays test the ability of candidates to communicate needs, information, requests, etc., in plausibly
life-like situations. Intelligibility is therefore more important than grammatical or syntactic accuracy.
However, only verbal communication is assessed: credit is not given for gestures, facial expressions or other
non-verbal forms of communication.
Candidates are required to give natural responses, not necessarily in the form of full sentences. The use of
appropriate register and correct idiom is rewarded.
Each of the ten Role Play tasks (five tasks in Role Play A and five in Role Play B) completed by the candidate
is assessed on the scale below. When awarding marks, teacher/Examiners should start at the bottom of
the Mark Scheme and work upwards.
An accurate utterance which not only conveys the meaning but which is expressed in native
idiom and appropriate register. Minor errors (adjective endings, use of prepositions, etc.) are
tolerated. The utterance is intelligible and the task of communication is achieved.
3
The language used is not necessarily the most appropriate to the situation and may contain
inaccuracies which do not obscure the meaning.
2
Communication of some meaning is achieved, but the native speaker would find the message
ambiguous or incomplete.
1
The utterance is unintelligible to the native speaker.
0
Notes
1
If there are two elements in a task and only one is completed, then a maximum of one mark only may
be awarded.
2
Short utterances, if appropriate, can be worth three marks – especially in Role Play A.
Cambridge IGCSE Dutch, German, French, Spanish
21
Appendix A: Speaking (Paper 3)
Table B – Mark Scheme for Test 2: Topic Presentation/Conversation and Test
3: General Conversation (2 × 30 marks)
As detailed in Table B, each of Tests 2 and 3 is marked on two scales:
•
Scale (a): Comprehension/responsiveness
This assesses the candidate’s response in terms of comprehension of the teacher/Examiner, immediacy
of reaction/response, fluency of response, and presentation of material in the topic.
•
Scale (b): Linguistic content
This assesses the linguistic content of the candidate’s answers in terms of the complexity, accuracy and
range of structures, vocabulary and idiom.
Category
Outstanding
Mark
(a) A spontaneous interchange between candidate and Examiner. Responds
confidently to all question types. Fluent. Not necessarily of native speaker
standard.
14–15
(b) Very accurate use of structures, vocabulary and idiom with occasional errors
in more complex language. Not necessarily of native speaker standard.
Very good
(a) Generally understands questions first time, but may require occasional rephrasing. Can respond satisfactorily to both straightforward and unexpected
questions.
12–13
(b) Wide range of mostly accurate structures, vocabulary and idiom.
Good
(a) Has no difficulty with straightforward questions and responds fairly well to
unexpected ones, particularly when they are re-phrased.
10–11
(b) Good range of generally accurate structures, varied vocabulary.
Satisfactory
(a) Understands straightforward questions but has difficulty with some
unexpected ones and needs rephrasing. Fairly fluent, but some hesitation.
7–9
(b) Adequate range of structures and vocabulary. Can convey past and future
meaning: some ambiguity.
Weak
(a) Has difficulty even with straightforward questions, but still attempts an
answer.
4–6
(b) Shows elementary, limited vocabulary and faulty manipulation of structures.
Poor
(a) Frequently fails to understand the questions and has great difficulty in
replying.
(b) Shows very limited range of structures and vocabulary.
22
Cambridge IGCSE Dutch, German, French, Spanish
0–3
Appendix A: Speaking (Paper 3)
Table C – Mark Scheme for Impression (10 marks)
A mark out of 10 is awarded for Impression.
Very good pronunciation, intonation and fluency; an occasional slight mistake or hesitation.
Not necessarily of native speaker standard.
9–10
Good pronunciation and fluency; makes a fair attempt at correct intonation and expression;
some mistakes and/or hesitation.
7–8
A fair degree of fluency and accuracy in pronunciation despite quite a number of errors; some
attempt at intonation and expression.
5–6
Conveys some meaning despite a lack of fluency and many errors; pronunciation strongly
influenced by first language.
3–4
Many gross errors; frequently incomprehensible.
1–2
Cambridge IGCSE Dutch, German, French, Spanish
23
Appendix A: Speaking (Paper 3)
7.1.2 Completing the Speaking Examination Working Mark Sheet
The Speaking examination Working Mark Sheet can be found on the next page and should be photocopied
as required.
1
Complete the information at the head of the form.
2
List the candidates in an order which will allow easy transfer of information to the Internal Assessment
Mark Sheet (MS1) or to computer at a later stage (i.e. in candidate number order, where this is known).
3
(a) Test 1 Role Plays
Enter the Role Play Card number for each candidate in the column provided.
Enter the mark out of 3 for each task, in columns 1–10.
(b) Test 2 Topic Presentation/Conversation
(i) A mark out of 15 on Scale (a) Comprehension/responsiveness.
Enter the mark in column 11.
(ii) A mark out of 15 on Scale (b) Linguistic content.
Enter the mark in column 12.
(c) Test 3 General Conversation
(i) A mark out of 15 on Scale (a) Comprehension/responsiveness.
Enter the mark in column 13.
(ii) A mark out of 15 on Scale (b) Linguistic content.
Enter the mark in column 14.
(d) Impression
Enter the mark (maximum 10) in column 15.
24
4
Add the marks and enter the total in the column headed ‘Total Mark’. Please double check the addition
as even small errors can create problems.
5
Internal Moderation
Centres with large numbers of candidates are required to request permission from Cambridge if they
wish to use more than one teacher/Examiner to conduct and assess the Speaking examination for their
candidates. This permission is only granted on the understanding that Internal Moderation must be
carried out at the Centre. This is in order to ensure that marks submitted by the Centre are consistent
for all candidates, irrespective of which teacher/Examiner conducted and assessed the examination.
The final column on the Working Mark Sheet (Internal and/or External moderation) should be used
to record the results of Internal Moderation, and details of Internal Moderation procedures must be
enclosed with the materials for External Moderation.
Cambridge IGCSE Dutch, German, French, Spanish
Speaking Examination Working Mark Sheet
CAMBRIDGE IGCSE DUTCH (0515), FRENCH (0520/0685), GERMAN (0525/0677), SPANISH (0530/0678)
Please read the instructions printed in the Teachers’ Notes Booklet and the Syllabus before completing this form. Dutch (0515) and German
(0525/0677) are available in June only.
Centre Number
Dutch (0515/03)
Centre Name
French: (0520/03)
(0685/03)
June/November
German: (0525/03)
(0677/03)
Spanish: (0530/03)
Role Play A
(0678/03)
Role Play B
2 0 1 4
(please tick one)
Topic/Topic
General
Conversation Conversation
Candidate
Number
R.P.
Card
Candidate Name
no.
Task
1
2
Mark (Max)
3
3
(max 15)
3
4
3
3
5
6
7
3
3
3
(max 15)
8
9
3
3
10
(max 30)
11
12
(max 30)
13
14
15
3
15
15
10
15
15
25
Signature
Date
Appendix A: Speaking (Paper 3)
Cambridge IGCSE Dutch, German, French, Spanish
Name of teacher completing this form in capitals
Total
Mark
100
Internal
and/or
External
Moderation
Appendix A: Speaking (Paper 3)
7.2 Arrangements for external moderation
26
•
University of Cambridge International Examinations (Cambridge) sends a computer-printed Internal
Assessment Mark Sheet (MS1) to each Centre (in late March for the June examination and in early
October for the November examination) showing the names and candidate numbers for each candidate.
Transfer the total mark for each candidate from the Working Mark Sheet to the MS1 Mark Sheet.
•
The top copy of the MS1 Mark Sheet must be sent in the envelope provided to arrive as soon as
possible at Cambridge. It must arrive no later than 15 May for the June examination, and 15 November
for the November examination.
•
As an alternative to the submission of the MS1 Mark Sheet, Centres may submit Speaking marks in
electronic format. Details of how to submit Speaking marks electronically are provided in the Cambridge
Administrative Guide.
•
Complete the Cover Sheet for Moderation Sample which can be found on the next page and should be
photocopied as required.
•
Record a sample of the candidates’ work as specified in this syllabus and in the Teachers’ Notes Booklet
which you will receive at the time of the examination. Send the recordings with a copy of the completed
Working Mark Sheet and Cover Sheet for Moderation Sample, and the Moderator copy of the MS1 Mark
Sheet, to reach Cambridge by no later than 15 May for the June examination, and 15 November for
the November examination. If marks have been submitted to Cambridge as an electronic file, a signed
print-out of the marks file must be submitted in place of the second copy of the form MS1. Once the
Speaking examination has been completed, do not wait until the end of the assessment period before
sending these items.
Cambridge IGCSE Dutch, German, French, Spanish
Appendix A: Speaking (Paper 3)
Cambridge IGCSE Foreign Languages: Cover Sheet for Moderation Sample
A copy of this cover sheet must be completed by the Centre and enclosed with the Moderation
documentation and recorded sample to be despatched to Cambridge.
Please tick as appropriate:
Dutch 0515/3
French 0520/0685/3
June 2014
June 2014
German 0525/0677/3
Spanish 0530/0678/3
June 2014
June 2014
November 2014
November 2014
Centre name:
1
Centre number:
Tick to confirm that the required moderation documents are enclosed:
(i) Moderator copy of MS1 or printout of marks file if marks submitted electronically.
(ii) Copy of completed Working Mark Sheet(s) (WMS).*
(* One WMS per Examiner in Centres using more than one Examiner)
If any other documents are enclosed for Cambridge's attention, please list them below:
………………………………………………………………………………………………………………………
2
Tick to confirm that documentation has been checked for arithmetical and transcription errors:
(i) Addition of marks on WMS has been checked and Total Mark is correct for each candidate.
(ii) Total Mark for each candidate has been correctly transferred to the MS1 or computer.
3
Tick to confirm that the recording quality of Moderation samples has been checked:
All sample recordings are clearly audible.
Samples are recorded on standard size CDs/cassettes and recorded at normal speed.
Digital recordings only: each candidate saved individually and files saved as .mp3.
4
Tick to confirm that the correct number of candidates has been submitted for moderation:
For Centres with 16 or fewer candidates, the following are enclosed:
Recordings of the complete Speaking test for all candidates.
For Centres with 17 or more candidates, the following are enclosed:
(i) Recordings of the complete Speaking test for 6 candidates across the range
AND
(ii) Recordings of the complete Speaking test for the first 10 candidates by candidate number.
5
CENTRES USING MORE THAN 1 EXAMINER — tick to confirm Internal Moderation procedures:
Copy of permission from Cambridge to use more than 1 Examiner enclosed.
Internal moderation carried out and details of Internal Moderation procedures enclosed.
Materials checked by:
(name)
Date:
(signature)
Cambridge IGCSE Dutch, German, French, Spanish
27
Appendix B: Additional information – syllabus 0515, 0520, 0525, 0530
8.
Appendix B: Additional information – syllabus 0515,
0520, 0525, 0530
Guided learning hours
Cambridge IGCSE syllabuses are designed on the assumption that candidates have about 130 guided
learning hours per subject over the duration of the course. (‘Guided learning hours’ include direct teaching
and any other supervised or directed study time. They do not include private study by the candidate.)
However, this figure is for guidance only, and the number of hours required may vary according to local
curricular practice and the candidates’ prior experience of the subject.
Recommended prior learning
We recommend that candidates who are beginning this course should have previously achieved a level
corresponding to the requirements of the Key Stage 3 programme of study for Modern Foreign Languages
within the National Curriculum for England.
Progression
Cambridge IGCSE Certificates are general qualifications that enable candidates to progress either directly to
employment, or to proceed to further qualifications.
Candidates who are awarded grades C to A* in a Cambridge IGCSE foreign language are well prepared to
follow courses leading to Cambridge International AS and A Level, or the equivalent, in the same language.
Component codes
Because of local variations, in some cases component codes will be different in instructions about making
entries for examinations and timetables from those printed in this syllabus, but the component names will
be unchanged to make identification straightforward.
Grading and reporting
Cambridge IGCSE results are shown by one of the grades A*, A, B, C, D, E, F or G indicating the standard
achieved, Grade A* being the highest and Grade G the lowest. ‘Ungraded’ indicates that the candidate’s
performance fell short of the standard required for Grade G. ‘Ungraded’ will be reported on the statement
of results but not on the certificate.
Percentage uniform marks are also provided on each candidate’s statement of results to supplement their
grade for a syllabus. They are determined in this way:
•
A candidate who obtains…
… the minimum mark necessary for a Grade A* obtains a percentage uniform mark of 90%.
… the minimum mark necessary for a Grade A obtains a percentage uniform mark of 80%.
… the minimum mark necessary for a Grade B obtains a percentage uniform mark of 70%.
… the minimum mark necessary for a Grade C obtains a percentage uniform mark of 60%.
… the minimum mark necessary for a Grade D obtains a percentage uniform mark of 50%.
… the minimum mark necessary for a Grade E obtains a percentage uniform mark of 40%.
28
Cambridge IGCSE Dutch, German, French, Spanish
Appendix B: Additional information – syllabus 0515, 0520, 0525, 0530
… the minimum mark necessary for a Grade F obtains a percentage uniform mark of 30%.
… the minimum mark necessary for a Grade G obtains a percentage uniform mark of 20%.
… no marks receives a percentage uniform mark of 0%.
Candidates whose mark is none of the above receive a percentage mark in between those stated, according
to the position of their mark in relation to the grade ‘thresholds’ (i.e. the minimum mark for obtaining a
grade). For example, a candidate whose mark is halfway between the minimum for a Grade C and the
minimum for a Grade D (and whose grade is therefore D) receives a percentage uniform mark of 55%.
The percentage uniform mark is stated at syllabus level only. It is not the same as the ‘raw’ mark obtained
by the candidate, since it depends on the position of the grade thresholds (which may vary from one series
to another and from one subject to another) and it has been turned into a percentage.
Access
Reasonable adjustments are made for disabled candidates in order to enable them to access the
assessments and to demonstrate what they know and what they can do. For this reason, very few
candidates will have a complete barrier to the assessment. Information on reasonable adjustments is found
in the Cambridge Handbook which can be downloaded from the website www.cie.org.uk
Candidates who are unable to access part of the assessment, even after exploring all possibilities through
reasonable adjustments, may still be able to receive an award based on the parts of the assessment they
have taken.
Support and resources
Copies of syllabuses, the most recent question papers and Principal Examiners’ reports for teachers are on
the Syllabus and Support Materials CD-ROM, which we send to all Cambridge International Schools. They
are also on our public website – go to www.cie.org.uk/igcse. Click the Subjects tab and choose your
subject. For resources, click ‘Resource List’.
You can use the ‘Filter by’ list to show all resources or only resources categorised as ‘Endorsed by
Cambridge’. Endorsed resources are written to align closely with the syllabus they support. They have
been through a detailed quality-assurance process. As new resources are published, we review them
against the syllabus and publish their details on the relevant resource list section of the website.
Additional syllabus-specific support is available from our secure Teacher Support website
http://teachers.cie.org.uk which is available to teachers at registered Cambridge schools. It provides past
question papers and examiner reports on previous examinations, as well as any extra resources such as
schemes of work or examples of candidate responses. You can also find a range of subject communities on
the Teacher Support website, where Cambridge teachers can share their own materials and join discussion
groups.
Cambridge IGCSE Dutch, German, French, Spanish
29
Appendix C: Additional information – syllabus 0685, 0677, 0678
9.
Appendix C: Additional information – syllabus 0685,
0677, 0678
Prior learning
Candidates in England who are beginning this course should normally have followed the Key Stage 3
programme of study within the National Curriculum for England.
Other candidates beginning this course should have achieved an equivalent level of general education.
NQF Level
This qualification is approved by Ofqual, the regulatory authority for England, as part of the National
Qualifications Framework as a Cambridge International Level 1/Level 2 Certificate.
Candidates who gain grades G to D will have achieved an award at Level 1 of the National Qualifications
Framework. Candidates who gain grades C to A* will have achieved an award at Level 2 of the National
Qualifications Framework.
Progression
Cambridge International Level 1/Level 2 Certificates are general qualifications that enable candidates to
progress either directly to employment, or to proceed to further qualifications.
They provide a foundation for further study at Levels 2 and 3 in the National Qualifications Framework,
including GCSE, Cambridge International AS and A Level GCE, and Cambridge Pre-U qualifications.
Candidates who are awarded grades C to A* in a language are well prepared to follow courses leading to
Level 3 AS and A Level GCE, Cambridge Pre-U, IB Certificates in Language, or the Cambridge International
AS and A Level, in the same language.
Guided learning hours
The number of guided learning hours required for this course is 130.
Guided learning hours are used to calculate the funding for courses in state schools in England, Wales
and Northern Ireland. Outside England, Wales and Northern Ireland, the number of guided learning hours
should not be equated to the total number of hours required by candidates to follow the course as the
definition makes assumptions about prior learning and does not include some types of learning time.
Overlapping qualifications
Centres in England, Wales and Northern Ireland should be aware that every syllabus is assigned to a
national classification code indicating the subject area to which it belongs. Candidates who enter for more
than one qualification with the same classification code will have only one grade (the highest) counted for
the purpose of the school and college performance tables. Candidates should seek advice from their school
on prohibited combinations.
30
Cambridge IGCSE Dutch, German, French, Spanish
Appendix C: Additional information – syllabus 0685, 0677, 0678
Spiritual, Ethical, Social, Legislative, Economic and Cultural Issues
The study of a foreign language permits:
Spiritual development – the growth of candidates’ sense of self, their unique potential, their understanding
of their own strengths and weaknesses, and their will to achieve.
Moral development – acquiring an understanding of the difference between right and wrong, and of moral
conflict and a concern for others. Candidates are able and willing to reflect on the consequences of their
actions.
Social development – acquiring an understanding of the responsibilities and rights of being members of
families, groups and communities (local, national, global) and an ability to relate to others and to work with
others for the common good.
Cultural development – acquiring an understanding of cultural traditions and an ability to respond to a variety
of aesthetic experiences. Candidates acquire a respect for their own culture and that of others, an interest
in others’ ways of doing things and curiosity about differences.
Sustainable Development, Health and Safety Considerations and International
Developments
This syllabus offers opportunities to develop ideas on sustainable development and environmental issues,
health and safety, and the international dimension.
•
Health, safety, sustainable development and environmental issues
The following topic areas used in this syllabus are particularly relevant:
•
o
Food, health and fitness
o
Home town and local area
o
Natural and made environment
o
Tourism at home and abroad
o
World events and issues
The International dimension
All of the topic areas in this syllabus can be taken to support the International dimension.
Avoidance of bias
Cambridge has taken great care in the preparation of this syllabus and assessment materials to avoid bias of
any kind.
Language
This syllabus and the associated assessment materials are available in English only.
Access
Reasonable adjustments are made for disabled candidates in order to enable them to access the
assessments and to demonstrate what they know and what they can do. For this reason, very few
candidates will have a complete barrier to the assessment. Information on reasonable adjustments is found
in the Cambridge Handbook which can be downloaded from the website www.cie.org.uk
Candidates who are unable to access part of the assessment, even after exploring all possibilities through
reasonable adjustments, may still be able to receive an award based on the parts of the assessment they
have taken.
Cambridge IGCSE Dutch, German, French, Spanish
31
Appendix C: Additional information – syllabus 0685, 0677, 0678
Key Skills
The development of the Key Skills of application of number, communication, and information technology,
along with the wider Key Skills of improving your own learning and performance, working with others and
problem solving can enhance teaching and learning strategies and motivate students towards learning
independently.
This syllabus will provide opportunities to develop the key skills of
•
communication
•
information technology
•
improving own learning and performance
•
working with others
•
problem solving.
The separately certificated Key Skills qualification recognises achievement in
•
application of number
•
communication*
•
information technology.
Further information on Key Skills can be found on the Ofqual website (www.ofqual.gov.uk).
* although this syllabus will greatly assist in the development of communication skills it must be noted that,
for the Key Skills qualification, the skill of communication can only be evidenced in English, Irish or Welsh.
Support and resources
Copies of syllabuses, the most recent question papers and Principal Examiners’ reports for teachers are on
the Syllabus and Support Materials CD-ROM, which we send to all Cambridge International Schools. They
are also on our public website – go to www.cie.org.uk/igcse. Click the Subjects tab and choose your
subject. For resources, click ‘Resource List’.
You can use the ‘Filter by’ list to show all resources or only resources categorised as ‘Endorsed by
Cambridge’. Endorsed resources are written to align closely with the syllabus they support. They have
been through a detailed quality-assurance process. As new resources are published, we review them
against the syllabus and publish their details on the relevant resource list section of the website.
Additional syllabus-specific support is available from our secure Teacher Support website
http://teachers.cie.org.uk which is available to teachers at registered Cambridge schools. It provides past
question papers and examiner reports on previous examinations, as well as any extra resources such as
schemes of work or examples of candidate responses. You can also find a range of subject communities on
the Teacher Support website, where Cambridge teachers can share their own materials and join discussion
groups.
32
Cambridge IGCSE Dutch, German, French, Spanish
University of Cambridge International Examinations
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Email: international@cie.org.uk www.cie.org.uk
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© University of Cambridge International Examinations 2011
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